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All Journal Psiko-Edukasi JKI (Jurnal Konseling Indonesia) JRTI (Jurnal Riset Tindakan Indonesia) Psibernetika Journal of Counseling and Educational Technology
Henny Christine Mamahit
Program Studi Bimbingan Dan Konseling Fakultas Pendidikan Dan Bahasa, Universitas Katolik Indonesia Atma Jaya
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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KONDISI PROKRASTINASI AKADEMIK SISWA KELAS VII SMP SANTO KRISTOFORUS I Maria Fransiska Titu; Yohanes Papu; Henny Christine Mamahit
Psiko-Edukasi Vol 18, No 2 (2020): Psiko Edukasi
Publisher : Universitas Katolik Indonesia Atma Jaya

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Abstract

Prokrastinasi akademik adalah kecenderungan menunda-nunda untuk memulai atau menyelesaikan tugas akademik yang terwujud dalam penundaan pelaksanaan tugas-tugas akademik, kelemahan dan keterlambatan dalam mengerjakan tugas akademik, ketidaksesuaian antara rencana dengan perfomansi aktual, dan melakukan aktivitas lain yang lebih menyenangkan. Penelitian ini adalah penelitian deskriptif kuantitatif yang bertujuan untuk mengetahui kondisi prokrastinasi akademik pada siswa kelas VII SMP Santo Kristoforus I Grogol. Teknik pengumpulan data adalah instrumen berbentuk skala penilaian dengan lima pilihan jawaban. Analisis data menggunakan rumus korelasi Product Moment dengan bantuan SPSS Versi 22. Hasil uji coba instrumen prokrastinasi akademik menghasilkan reliabilitas sebesar 0,964. Hasil penelitian menunjukan bahwa sebanyak 46% atau 28 siswa kelas VII SMP Santo Kristoforus I Grogol Jakarta Barat memiliki skor prokastinasi akademik pada klasifikasi sedang.Peneliti berharap dengan hasil penelitian ini guru BK SMP Santo Kristoforus I Grogol dapat membuat program BK untuk menurunkan prokrastinasi akademik siswa, dan bagi mahasiswa prodi BK penelitian ini dapat dijadikan referensi untuk penelitian selanjutnya.
PROKRASTINASI AKADEMIK SISWA SMA MARIE JOSEPH KELAPA GADING Lois Sanggasurya; Henny Christine Mamahit
Psiko-Edukasi Vol 19, No 2 (2021): Psiko Edukasi
Publisher : Universitas Katolik Indonesia Atma Jaya

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Abstract

Academic procrastination is the behavior of delaying in doing academic tasks. The behavior of delaying academic assignments by students is related to delays in starting or completing assignments, delays in collecting assignments, time gaps between plans and actions, and doing activities that are more fun than doing assignments. The purpose of this study was to find out in depth the behavior of academic procrastination carried out by a high school student of Saint Marie Joseph Kelapa Gading. This research is a qualitative research with the type of case study research. Data collection techniques were carried out through interviews, observations and filling sheets. The subject of this research is MC. The research showed that the procrastinating behavioral characteristic of MC is the delay in starting or completing the task at hand.
HUBUNGAN ANTARA KEMAMPUAN MENGELOLA WAKTU DAN PROKRASTINASI AKADEMIK SISWA KELAS VIII SMP KRISTOFORUS 1 JELAMBAR TAHUN AJARAN 2018/2019 Andreas Dwi Setiawan; Henny Christine Mamahit
Psiko-Edukasi Vol 18, No 2 (2020): Psiko Edukasi
Publisher : Universitas Katolik Indonesia Atma Jaya

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Abstract

Prokrastinasi akademik merupakan perilaku peserta didik yang melakukan penundaan dalam penyelesaian tugas sekolah dan mengalihkannya dengan melakukan kegiatan lain yang lebih menyenangkan. Kondisi ini mengakibatkan keterlambatan dalam pengumpulan tugas. Kemampuan mengelola waktu adalah kemampuan peserta didik dalam mengatur waktu padahal perencanaan, penjadwalan, pembuatan prioritas, dan penetapan tujuan yang ingin dicapai. Kondisi ini menghasilkan keteraturan dalam mengerjakan kegiatan yang dimiliki khususnya dalam pengerjaan tugas. Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara kemampuan mengelola waktu dan prokrastinasi akademik siswa kelas VIII SMP Kristoforus 1 Jelambar. Data dikumpulkan dengan menggunakan instrumen yang berbentuk skala penilaian.  Instrumen kemampuan mengelola waktu terdiri dari 21 pernyataan valid dengan koefisien reliabilitias sebesar 0,897. Instrumen prokrastinasi akademik terdiri dari 29 pernyataan valid dengan koefisien reliabilitas sebesar 0,928. Hasil analisis korelasi antara variabel kemampuan mengelola waktu dan prokrastinasi akademik menghasilkan korelasi sebesar -0,826 dengan pvalue = 0,000 lebih kecil dari taraf signifikansi yang telah ditentukan yaitu sebesar 0,05.  Berdasarkan hasil tersebut maka dapat disimpulkan bahwa adanya korelasi negatif yang signifikan antara kemampuan mengelola waktu dan prokrastinasi akademik siswa kelas VIII SMP Kristoforus 1 Jelambar. Hasil ini menunjukkan bahwa semakin tinggi kemampuan mengelola waktu yang dimiliki siswa maka semakin rendah perilaku prokrastinasi siswa dan sebaliknya.
STRES AKADEMIK SELAMA PEMBELAJARAN JARAK JAUH PADA SISWA KELAS 8 SMP KOLESE KANISIUS JAKARTA Henny Christine Mamahit
Psiko-Edukasi Vol 19, No 2 (2021): Psiko Edukasi
Publisher : Universitas Katolik Indonesia Atma Jaya

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Abstract

Academic stress is a condition of students who cannot face academic demands in the form of physical, task, role, and interpersonal demands during distance learning. The purpose of this study was to get an overview of the stress conditions of the 8th grade of Kolese Kanisius Junior High School Kanisius Jakarta. The subjects of this study were 168 students. This research is descriptive quantitative research. Research data were collected using an instrument in the form of a rating scale. The academic stress scale instrument consists of 80 valid items with a reliability of 0.966. The results showed that the level of stress in terms of the academic demands of 8th grade at Kanisius College Junior High School was in the sufficient category with a percentage of 49%. The physical demands component is in the last order with a percentage of 20.28%. The task demand component has the highest contribution which acts as a trigger for academic stress with a percentage of 38.86%.
Hubungan antara determinasi diri dan kemampuan pengambilan keputusan karir siswa SMA Henny Christine Mamahit Christine mamahit
Psiko-Edukasi Vol 12, No 2 (2014): Psiko Edukasi
Publisher : Universitas Katolik Indonesia Atma Jaya

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Abstract

AbstrakDeterminasi diri adalah kemampuan diri dalam mengidentifikasi keinginan yang berkaitan dengan otonomi, kompetensi, dan relasidalam rangka mencapai tujuan. Kemampuan pengambilan keputusan karir merupakan kemampuan individu terkait proses penilaian dan pemikiran dalam mengintegrasikan pengetahuan tentang dirinya dengan pengetahuan suatu pekerjaan untuk membuat pilihan karir. Penelitian ini dilakukan kepada 410 subjek siswa kelas XI yang berasal dari lima sekolah swasta di daerah DKI Jakarta. Penelitian menggunakan metode penelitian kuantitatif dengan jenis penelitian korelasional. Gambaran variabel determinasi dirisiswa kelas XI berada pada klasifikasi sedang, dengankomponen tertinggi adalahrelasi. Gambaran variabel kemampuan pengambilan keputusan karirsiswa kelas XI berada pada klasifikasi tinggi dengan komponen tertinggi adalah pemahaman terhadap diri sendiri. Hasil analisis korelasi sebesar 0,88dengan signifikan sebesar 0,00 (pada level signifikansi 0,05). Hasil ini menunjukkanterdapat hubungan yang signifikan dan positif antaravariabel determinasi diridan kemampuan pengambilan keputusan karir. Semakin tinggi siswa memiliki determinasi diri, maka semakin mampu siswa mengambil keputusan karir. Kata kunci: determinasi diri, kemampuan pengambilan keputusan karir.AbstractSelf-determination is the ability in identifying wishes related to autonomy, competence, and relation in achieving a goal. The ability in making decisions in career is an individual’s efforts related to assessment process and thoughts in integrating knowledge about themselves with knowledge about choosing a career. Using a correlation method, this quantitative study involved 410 participants (XI graders) from five private schools in Jakarta. The picture of student self-determination variable was in a moderate classification, with the highest component being relation, while the picture of the ability in making decision variable was in a high classification, with an understanding of self being the highest component. Correlation analysis revealed that there was a significant relationship among variables. The higher students’ self determination is, the more able the students in making career decisions.  Key words: Self-determination, ability in career decision-making
KOMPETENSI PENDIDIK PARA LULUSAN PRODI BIMBINGAN KONSELING UNIKA ATMA JAYA Henny Christine Mamahit; Yohanes Markus Papu
Psiko-Edukasi Vol 15, No 1 (2017): Psiko Edukasi
Publisher : Universitas Katolik Indonesia Atma Jaya

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Abstract

Abstrak Kompetensi lulusan mahasiswa prodi BK mengacu pada kompetensi pendidik yang berdasarkan Undang-Undang Nomor 14 Tahun 2005 tentang Guru dan Dosen. Terdapat empat kompetensi yang perlu dikembangkan sebagai calon pendidik yaitu kompetensi profesional, pedagogik, kepribadian, dan sosial. Pengembangan keempat kompetensi ini terdapat dalam kurikulum prodi BK dan terealisasi dalam proses pembelajaran. Melalui sebaran data dengan menggunakan instrumen berbentuk skala penilaian, ditelusuri kompetensi alumni prodi BK terkait penguasaan keempat kompetensi tersebut. Untuk memperkuat hasil data deskriptif, peneliti melakukan focus group discussion bersama alumni. Hasil skor rata-rata pada komponen pedagogik sebesar 153,25; pada komponen kepribadian sebesar 212, 85; pada komponen profesional sebesar 207,2; dan pada komponen sosial sebesar 213,45. Berdasarkan hasil tersebut dapat diketahui bahwa komponen yang berada di atas skor rata-rata keseluruhan dan merupakan komponen tertinggi adalah komponen sosial. Komponen kedua setelah komponen sosial adalah komponen kepribadian. Komponen ketiga adalah komponen professional, dan komponen yang berada di bawah komponen skor rata-rata keseluruhan adalah komponen pedagogik. Kata kunci: kompetensi pendidik, profesional, pedagogik, kepribadian, dan sosial. Abstract  Competence required by the guidance and counseling students to graduate refers to the teacher competence stipulated in the Law No. 14/2005 on Teachers.  Included in the curriculum of guidance and counseling study program and realized in the learning process, this competence encompasses such components as professional, pedagogy, personal and social. Using the assessment scale as an instrument, this study aims to find out the students’ mastery of the four components of the competence. To support results from the descriptive data, the study will use a focus group discussion with the alumnae. Findings indicate that the average score of pedagogic component is 153.25, of personal component 212. 85, of professional component 207.2, and of social component 213.45. Key words: teacher competence, professional, pedagogic, personal, social.
Cinema education method, is it work for group guidance and counseling? Henny Christine Mamahit
Journal of Counseling and Educational Technology Vol 3, No 2 (2020): Journal of Counseling and Educational Technology
Publisher : RedWhite Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/01201

Abstract

Group guidance and counseling services are services provided to students to develop life skills both academically and non-academically. Group guidance and counseling services are intended to develop attitudes and behaviors that bring goodness to students. The cinema education method is a method that uses film media to provide group guidance and counseling services. The cinema education method can be a means to help students understand their living conditions, the needs they want to fulfill, and can provide a perception that sees that everything or problems has a way out. Learning experiences obtained from films can help students develop ideas or solutions to help themselves.
Stres Akademik Mahasiswa Aktif Angkatan 2018 dan 2019 Universitas Swasta di DKI Jakarta Merry; Henny Christine Mamahit
JKI (Jurnal Konseling Indonesia) Vol. 6 No. 1 (2020): Jurnal Konseling Indonesia
Publisher : Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jki.v6i1.4935

Abstract

During their recovery journey, students face various academic problems that lead to stress. Academic stress is a depressed state experienced by students due to the mismatch between the desired state and academic demands. The purpose of this study was to describe the academic stress of active students in the 2018 and 2019 Classes. The population of this study were active students from universities in Jakarta for the 2018 and 2019 generations. The research sample was 106 respondents who were taken using accidental sampling technique. This research uses descriptive quantitative research method. The results of the descriptive analysis of academic stress variables were: 16% of respondents experienced academic stress in the high category, 46% in the high enough category, 31% in the low category, and 7% in the very low category.
Problem-Focused Coping pada Mahasiswa Aktif Fakultas Pendidikan dan Bahasa Universitas Katolik Indonesia Atma Jaya Jakarta Laurentia Chezary Tito Pitaloka; Henny Christine Mamahit
JKI (Jurnal Konseling Indonesia) Vol. 6 No. 2 (2021): Jurnal Konseling Indonesia
Publisher : Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jki.v6i2.6061

Abstract

Problem-focused coping is a strategy to reduce academic stress situations by doing something constructive to be free from stressful situations. Coping focused on problems; there are five dimensions: active coping, planning, suppressing competing activities, delaying stress coping, and seeking social support for help (seeking social support for instrumental reasons). The purpose of this study was to describe the use of problem-focused coping inactive students of the Faculty of Education and Language (FPB) class 2016-2019 at the Atma Jaya Catholic University of Indonesia, Jakarta. This research is descriptive quantitative research. The trial sample in this study was 70 students, and the research sample consisted of 152 students. Data were collected using a problem-focused coping questionnaire in the form of a rating scale. Of the 40 statements compiled, there are 38 valid with reliability of 0.935. Based on the calculation of the description of using coping focused on student problems class 2016-2019, FPB is included in the high classification/category, which is 54.6%. The active coping component is coping behavior which ranks first with a total of 623. In other words, students use operational activities and strive for positive actions to reduce academic stress.
HUBUNGAN SELF-DETERMINATION DAN MOTIVASI BERPRESTASI DENGAN KEMAMPUAN PENGAMBILAN KEPUTUSAN SISWA SMA Henny Christine Mamahit; Dominikus D. Biondus Situmorang
Psibernetika Vol 9, No 2 (2016): Psibernetika
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (300.844 KB) | DOI: 10.30813/psibernetika.v9i2.459

Abstract

Career decision-making ability requires the ability to assess and think of the integration between the knowledge of themselves and the knowledge of the job. Self-determination is the ability to identify desire for autonomy, competence, and relation in order to achieve a target. Achievement motivation refers to students’ attempts to meet goals by becoming a moderate risk taker, showing perseverance in work, having expectation for feedback, showing responsibility in a given task, and having the ability to innovate. The objective of this research is to analyze the effect of self-determination and achievement motivation on Senior High School students’ career decision-making ability. This research also investigates if the aforementioned variables are correlated. The sample for this research are 410 students of Senior High School Grade XI. This is a quantitative based research with multiple correlational research design. The results of the research shows that the correlation value between the self-determination and achievement motivation variables and the career decision-making ability variable is 0.780 (0.00 <0.05). This means that there is a significant correlation between the aforementioned variables. The contribution of the self-determination and achievement motivation variables to the career decision-making ability  variable ((R2) is 78%. Keywords: career decision-making abilities; self-determination; achievement motivation.
Co-Authors Andreas Dwi Setiawan Dinoto, Ratnawati Dominikus D. Biondus Situmorang Laurentia Chezary Tito Pitaloka Lewoleba, Magdalena Palang Lois Sanggasurya Maria Fransiska Titu Merry Nataniel, Meriza Reandsi, Hillary Wixie Yohanes Markus Papu Yohanes Papu